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A Toolkit for Online Teaching and Learning
From the Chairman’s Desk…… The present COVID-19 pandemic jeopardized all sectors; education is not an exception. This pandemic caught the teachers and the taught unaware and both were forced to a panic-change in the system of teaching-learning process. All of a sudden, there is teaching online, using Google classroom, engaging ZOOM classes, etc. This shift is seen right from school education to higher education, from KG to Ph.D. Online learning is catalyzing a pedagogical shift in how we teach and learn. There is a shiftaway from top-down lecturing and passive students to a more interactive, collaborativeapproach in which students and instructor co-create the learning process. The Instructor’s roleis changing from the “sage on the stage” to “the guide on the side.”Effective teaching online requires a high level of professional knowledgeand skill. The teacher needs to be able to recognize what students know and don’tknow, draw on discipline knowledge, pedagogical content knowledge, educationalpsychology and knowledge of the context to teach the students concepts and skillsthat they will need to participate in society. They also need to facilitate opportunitiesfor students to collaboratively create and critique knowledge within and beyondthe formal learning environment. The AP State Council of Higher Education has earlier brought out a guiding on “Resurgence Planning for Academic Continuity in Universities and Colleges in Andhra Pradesh - COVID 19”. And now second in the series of our endeavor in empowering the education system, this “Design and Development of Online Teaching and Learning System - A Tool-Kit” for online teaching is brought out. -
Integrating Mobile Learning and Upgrading Te- Achers’ Digital Skills: a Tool Kit for Effective in Primary School
Integrating mobile learning and upgrading te- achers’ digital skills: A tool kit for effective in primary school Intellectual Output 5: GUIDE BOOK P6 – Publica Fides Foundation TABLETable of contents OF CONTENT 1. INTRODUCTION – AIMS AND OBJECTIVES OF IO5 3 2. OPEN BADGES ECO-SYSTEM 5 2.1 Open Badges Anatomy 6 3. INVENTORY REPORT 9 4. FRAMEWORK 12 4.1. Module 1: Internet 12 4.2. Module 2: LMS 16 4.3. Module 3: WEB Design 18 4.4. Module 4: HARDWARE 24 4.5. Module 5: TOOLS / APPLICATIONS 26 5. GODIGITAL ASSESSMENT-TOOL 31 5.1. Assessment Validation – self-assessment procedure 32 5.2 Assessment Validation – final assessment procedure 62 5.3 Assessment Validation – Additional Exercises 80 6. OPEN BADGES HANDBOOK 92 6.1. KEY ELEMENTS 93 6.2. Overall Course Completion Badge (GODIGITAL Super Badge) 103 7. E-PLATFORM & ICT GUIDE 105 7.1 Step-by-step guide for teachers 105 7.2. Step-by-step guide for students 124 8. LEARNING MODULES & PORTFOLIOS 130 8.1 Module 1 – Internet 130 8.2. Module 2 – LMS 179 8.3. Module 3 – Web Design 214 This project has Thisbeen fundedproject with has support been funded from the Europeanwith support Commission. from the This European communication Commission. reflects the viewsThis communication only of the author, reflects and the views the Commissiononly cannot of bethe held author, responsible and the for Commissionany use which may cannot be made be held of the responsible information forcontained any use therein. which may be made of the information Submission Number:contained 2017-1 therein.-PL01-KA201 -038543 Submission Number: 2017-1-PL01-KA201-038543 8.4. -
Open-Sankoré User Manual, Diena 2013 Openboard 1.4
User’s Guide 1.4 openboard.ch This English version was realized in part with an automatic translator SEM Logistique – Genève This work is licensed under the terms of the Creative Commons Attribution License - Sharing in the same non-transposed 3.0 Conditions. Adapting from the Open-Sankoré user manual, Diena 2013 OpenBoard 1.4 Contents Uniboard – Open-Sankoré - OpenBoard ........................................................................................................... 2 Roadmap of OpenBoard ............................................................................................................................... 3 Document compatibility ................................................................................................................................. 4 The interface ...................................................................................................................................................... 5 Basic tools ......................................................................................................................................................... 6 The color of the line ....................................................................................................................................... 6 The line .......................................................................................................................................................... 6 The eraser .................................................................................................................................................... -
Interaktiivsete Tahvlite Kasutamine Eesti Koolides – Hetkeseis Ja
Tallinna Ülikool Digitehnoloogiate instituut INTERAKTIIVSETE TAHVLITE KASUTAMINE EESTI KOOLIDES – HETKESEIS JA VÄLJAKUTSED Magistritöö Autor: Tuuli Tomson Juhendaja: Hans Põldoja Autor: ………………………………. “…” ………….. 2018 Juhendaja: ………………………………. “…” ………….. 2018 Instituudi direktor: ………………………………. “…” ………….... 2018 Tallinn 2018 AUTORIDEKLARATSIOON Olen koostanud töö iseseisvalt. Kõik töö koostamisel kasutatud teiste autorite tööd, olulised seisukohad, kirjandusallikatest ja mujalt pärinevad andmed on viidatud. Käesolevat tööd ei ole varem esitatud kaitsmisele kusagil mujal. Kuupäev: Autor: Sisukord Sissejuhatus ............................................................................................................. 4 1 Ülevaade interaktiivsete tahvlite kasutamisest õppetöös ........................................ 6 1.1 Interaktiivse tahvli olemus ja tehnoloogia.................................................... 6 1.2 Interaktiivse tahvli rakendamise pedagoogilised lähtekohad .......................14 1.3 Senised uurimistulemused interaktiivsete tahvlite kasutamisest ..................17 1.4 Kokkuvõte .................................................................................................22 2 Uurimistöö metoodika ..........................................................................................23 2.1 Uuringu ülesehitus .....................................................................................23 2.2 Valim .........................................................................................................24 -
Le TBI, Première Étape Vers La Fin Du Tableau Noir Dans Nos Écoles ? » Il Semble Que Cela Soit Le Cas Mais Que Ce N’Est Pas Pour Demain
Le TBI, première étape vers la fin du tableau noir dans nos écoles ? Alexandre ROCCA Mémoire présenté pour l’obtention du Master MALTT Master of Science in Learning and Teaching Technologies TECFA, Faculté de Psychologie et des Sciences de l’Education Université de Genève Août 2014 Un grand merci à ceux qui n’ont jamais douté de moi. A ceux qui m’ont soutenu et motivé dans la réalisation de ce travail. Merci à l’ensemble du corps enseignant de l’école Grand- Saconnex Place ainsi que de l’école Grand-Salève à Veyrier. A l’équipe du SEM dont deux anciens de leurs collaborateurs, André VIEKE et Corinne RAMILLON. Et un grand merci à ma directrice de mémoire pour la patience dont elle a su faire preuve avec moi. 2 Résumé : L’école prépare les futurs citoyens pour une société en constante évolution. Cette institution doit leur fournir le savoir et les compétences nécessaires, tel que la collaboration, l’innovation et l’adaptation au sein d’une vie fortement lié aux nouvelles technologies. L’élève dans sa classe, coupé du monde extérieur n’a plus de sens. L’école doit évoluer vers une pédagogie interactive et connectée, car le savoir ne se trouve plus uniquement dans leur établissement. Les enseignants doivent devancer ces outils afin de permettre aux générations futures d’utiliser correctement les outils numériques ainsi que le savoir qu’il produit. Responsabiliser dans la manière de prendre de l’information et être capable de devenir acteur de son savoir. Les réseaux sociaux sont déjà très importants dans la vie de ces « digital native ».